Table 3.
Instructional Effectiveness
| Contrast (n = 21) |
Treatment (n = 23) |
p | |||
|---|---|---|---|---|---|
| M | SD | M | SD | ||
| Fall Quality of Instruction | |||||
| Organization of instruction | 2.10 | 0.70 | 1.91 | 0.95 | .476 |
| Warmth & Sensitivity | 1.95 | 0.74 | 1.83 | 0.83 | .599 |
| Level of classroom on-task behaviors | 2.10 | 0.70 | 1.96 | 0.56 | .471 |
| Fall Instructional Effectiveness | |||||
| Phonological Awareness | 2.10 | 0.89 | 2.09 | 1.08 | .978 |
| Alphabetics | 1.76 | 0.83 | 2.09 | 0.73 | .175 |
| Decoding | 1.62 | 0.80 | 2.09 | 0.85 | .068 |
| Vocabulary | 1.33 | 1.06 | 1.57 | 1.16 | .495 |
| Comprehension | 1.62 | 1.07 | 1.83 | 1.15 | .542 |
| Fluency | 0.19 | 0.60 | 0.26 | 0.75 | .735 |
| Spelling | 0.76 | 1.09 | 1.48 | 1.12 | .038 |
| Writing | 1.10 | 1.00 | 2.22 | 0.90 | .000* |
| Child Managed Activities | 1.76 | 1.18 | 2.30 | 1.02 | .109 |
| Other Adults | 0.95 | 0.92 | 1.26 | 1.21 | .351 |
| Winter Quality of Instruction | |||||
| Organization of instruction | 2.29 | 0.72 | 2.04 | 0.88 | .325 |
| Warmth & Sensitivity | 2.19 | 0.81 | 2.26 | 0.75 | .767 |
| Level of classroom on-task behaviors | 2.33 | 0.66 | 2.13 | 0.63 | .301 |
| Winter Instructional Effectiveness | |||||
| Phonological Awareness | 2.62 | 0.74 | 2.35 | 0.83 | .261 |
| Alphabetics | 1.90 | 0.94 | 1.74 | 1.21 | .618 |
| Decoding | 2.00 | 0.95 | 2.17 | 0.83 | .521 |
| Vocabulary | 1.29 | 1.15 | 1.48 | 1.20 | .590 |
| Comprehension | 2.19 | 1.17 | 1.87 | 1.10 | .353 |
| Fluency | 0.52 | 0.81 | 0.43 | 0.84 | .724 |
| Spelling | 0.19 | 0.51 | 1.00 | 1.17 | .005* |
| Writing | 0.86 | 0.57 | 1.70 | 0.88 | .001* |
| Child Managed Activities | 2.48 | 0.93 | 2.26 | 1.01 | .467 |
| Other Adults | 1.38 | 1.24 | 1.96 | 1.02 | .100 |
Note. All items were on a 0–3 scale, where 0 indicated not observed, 1 indicated not effective, 2 indicated effective, and 3 indicated highly effective.
*
= significant at the p = .05 level after the Benjamini Hochman correction was applied.